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MOOCs - Massive Open Online Courses |
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Παιδεία & Εκπαιδευτικά γενικά θέματα |
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MOOCs - Massive Open Online Courses |
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sgep
Γκουρού
Feb 06, 2011
1400
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Class Central ( twitter)
Three online learning initiatives are offering university-level education for free. Class Central unifies available courses from these different platforms in to a single page overview.
Fields of study offered: Computer Science, Mathematics, Physics, Biology, Design, Economics, Medicine, Humanities, Entrepreneurship.
The courses provided by these online learning initiatives have an element of feedback, student-to-student and student-to-professor communication and provide structured deadlines like a university course. University credits can not be earned but each initiative provides a statement of accomplishment or a certificate.
Έγινε επεξεργασία από τον/την sgep στις Τετ, 16 Ιαν 2013 9:43 am, 3 φορές συνολικά |
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sgep
Γκουρού
Feb 06, 2011
1400
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12 new universities join Coursera
Next fall, it will offer at least 100 Massive Open Online Courses -- otherwise known as MOOCs -- that will be capable of delivering lessons to more than 100,000 students at a time.
Coursera has previously teamed with Stanford, Princeton, University of Pennsylvania, and University of Michigan to offer 43 courses, which according to the New York Times enrolled 680,000 students.
It now adds to its roster Duke, Caltech, University of Virginia, Georgia Tech, University of Washington, Rice, Johns Hopkins, University of California San Francisco, University of Illinois Urbana-Champagne, University of Toronto, University of Edinburgh, and Switzerland's École Polytechnique Fédérale de Lausanne.
Only one school, the University of Washington, said it will give credit for its Coursera classes. But two others, University of Pennsylvania and Caltech, said they would invest $3.7 million into the enterprise, bringing the company's venture funding to more than $22 million.
- UC Berkeley joins edX
- The single most important experiment in Higher Education
- UK university joins US online partnership
- $9 Million in grants to support breakthrough learning models in Postsecondary Education
( edX partnership)
Έγινε επεξεργασία από τον/την sgep στις Παρ, 28 Δεκ 2012 7:44 pm, 3 φορές συνολικά |
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sgep
Γκουρού
Feb 06, 2011
1400
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Stanford Online Edu ( twitter)
Stanford creates Vice Provost for Online Learning
The creation of the Office of the Vice Provost for Online Learning (VPOL) – part of the larger Stanford Online initiative – signals both a restructuring of the university and its dedication to ensuring pedagogical agility and rigor in the face of global, economic and social transformations.
The underlying challenge is this: How can Stanford faculty best teach students, both those enrolled on campus and lifelong learners?
VPOL will enable the university essentially to become a laboratory of learning for the benefit of teachers everywhere, by providing leadership and information as the online education movement develops.
Stanford Online comprises courses taught by Stanford faculty, software designed by and for Stanford faculty, a new website offering resources and community to those involved in online learning, and the seed grants.
Around 15 courses will be offered online in fall quarter by Stanford faculty, covering engineering, mathematics, social science, education and entrepreneurship, and many more are lined up for winter and spring. The deans of the schools of Medicine, Engineering and Business have appointed faculty members to spearhead online learning at their respective schools, and assigned resources to encourage experimentation among students and faculty.
The Stanford Online website, whose redesign will be launched September 21, will enable students to find courses, faculty to find assistance and inspiration, and anyone interested in educational innovation to follow the developments.
- Class2Go / Venture Lab: about
- Venture Lab / Stanford Center for Professional Development
- History
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sgep
Γκουρού
Feb 06, 2011
1400
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The internet is happening to education
The past decade alone has seen the rise of Google. Web 2.0. Social media. The development of the learning management system. Online learning has gained the attention of top tier universities. Students have traded in textbooks, first for laptops, then for tablets and smart phones. Content has been opened by universities around the world. Many, many classrooms have seen hundreds of thousands of dollars in technological face lifts. Wired internet has given way to wireless. Desktop software has given way to the cloud.
During this period of rapid transition, nothing prepared me for the now over-hyped Massive Open Online Course (MOOC). Stephen Downes and I ran our first MOOC at University of Manitoba in 2008. The idea was simple: create an open, distributed learning experience…one that reflects, rather than fights, the internet. Since then, we have run numerous MOOCs on a variety of topics, including: personal learning environments, the future of education, connectivism, and learning analytics. Students of our MOOCs have since designed and run their own. We’ve development our pedagogical model and the software that we used to run these courses steadily over the past four years.
Then Stanford, 2011, happened. Then Coursera. Then EDx. Then an insane amount of hype…
The pent up, frustrated, demand for change in a system as personal as HE produces a zealousness to embrace almost any concept that holds potential for change. This potential has in the past come through the use of television for instruction (and prior to that, radio), or web 2.0 and social media for a new end-user empowered learning model. As each wave of hype dies down, a type of cynical disillusion settles for the survivors of another cycle of false hope. With MOOCs, we are today seeing the most recent instantiation of desire for change, for revolution.
Bill Gates supposedly stated some variation of “change is overestimated in the short term and underestimated in the long term”…
Our thesis with xEducation is that the internet is happening to higher education and that successful universities of the future will be those that find ways to generate value for its many stakeholders that go beyond content provision and teaching. What exactly that value proposition is remains unclear. On the one hand, content and (recorded) lectures can easily be shared with limited costs. The internet scales content exceptionally well. The human, social, processes of learning don’t scale. Research doesn’t scale (yet). Regional and national economic value generation doesn’t scale. In these spaces where scalability does not work well, universities will likely find their new roles in society.
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sgep
Γκουρού
Feb 06, 2011
1400
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Strategic invenstments in Massive Open Online Courses
Though Massive Open Online Courses (MOOCs) have much to prove, the foundation is interested in their potential to make content and learning more accessible and affordable at web scale—at least for some students and some types of content.
In June 2012, the Gates Foundation made a grant to MIT to develop and offer a MOOC. MIT’s new, free prototype computer science online course, offered through edX, and in partnership with community colleges, will experiment with using the course in a “flipped” classroom.
On November 13th 2012, the foundation awarded 12 grants, totaling more than $3 million, in new investments in MOOCs. These grants include:
• $895,484 to the American Council on Education to test the viability of MOOCs for college transfer credit and to establish a Presidents Innovation Lab to explore new business models in higher education
• $268,920 to the Association of Public and Land-grant Universities to explore the viability of a consortium of two- and four-year colleges to collaborate on digital courseware development and usage, including MOOCs
• $1,440,900 to Ithaka S+R to monitor, assess, and document lessons learned from the implementations of a range of MOOCs and MOOC platforms in partnership with the University of Maryland System
• $550,000 in total to nine institutions to develop 11 introductory and remedial level MOOCs ($50,000 per MOOC). These institutions are winners selected from a Request for Proposals released in September (technology platform partner noted in parentheses).
The foundation also announced a pool of approximately $250,000 in research funds that will be allocated in the coming months. Our goal is to help talented, commited faculty members improve their practice and reach more students while enabling a broader range of learners to potentially benefit from MOOCs.
American Council on Education to Evaluate Credit Equivalency for Online Courses ( ACEnet.edu)
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sgep
Γκουρού
Feb 06, 2011
1400
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Wellesley College becomes first liberal arts college to join edX
Wellesley is ready to contribute our liberal arts perspective to help shape online education, particularly as colleges work to figure out how to bring the small classroom experience to the online learning landscape. This is a grand experiment, and what we learn will benefit Wellesley students as well as students all over the world. As an institution that has provided an outstanding educational experience to many thousands of women for over 100 years, Wellesley brings to edX both a unique academic perspective and a commitment to excellence in education.
Through edX, the “X Universities” will provide interactive education wherever there is access to the Internet and will enhance teaching and learning through research about how students learn, and how technologies can facilitate effective teaching both on-campus and online. The University of California, Berkeley joined edX in July and the University of Texas System joined in October.
Georgetown University becomes sixth institution to join edX in year one
Georgetown has a long history of research and educational excellence, with a demonstrated commitment to the arts and sciences, foreign service, law, medicine, public policy, business, and nursing and health studies. Georgetown, with its distinguished presence around the world, including a School of Foreign Service campus in Qatar, shares with edX a global perspective and a mission to expand educational opportunities.
GeorgetownX will offer courses on edX beginning in the fall of 2013.
- Initiative on Technology-Enhanced Learning
Coursera just reached 2 million students
"Doubling from 1 mil in <4 months. Huge need worldwide for affordable, high quality education."
Coursera meetups in 1543 cities (Athens, Thessaloniki, Larisa, Iraklion, Patrai)
Coursera and your career - we are developing Coursera Career Services, a recruiting service that connects passionate and committed Coursera students with positions that match their skills and interests.
If you opt-in to our Career Services, we will try to find companies that match your interests, skills and knowledge. If you do well in a Coursera class and allow us to share that information with potential employers (who will have agreed to keep this information in strict confidence, and use only for the purpose of considering you for employment), this could make you even more appealing to employers.
If you’re an employer who would like to hire the intellectually curious and hardworking students who take courses with Coursera, please send an e-mail to employers__coursera.org. We are working only with a limited number of partners for the time being, but will grow this number over time.
Έγινε επεξεργασία από τον/την sgep στις Κυρ, 16 Δεκ 2012 8:14 pm, 2 φορές συνολικά |
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sgep
Γκουρού
Feb 06, 2011
1400
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UK Universities Forge Open Online Courses Alliance
Students from the UK and around the world will have free access to some of the country’s top universities thanks to Futurelearn Ltd, an entirely new company being launched by The Open University (OU). The universities of Birmingham, Bristol, Cardiff, East Anglia, Exeter, King’s College London, Lancaster, Leeds, Southampton, St Andrews and Warwick have all signed up to join Futurelearn.
The announcement from the FutureLearn project sees the first major challenge from the UK, headed by the Open University, which has pioneered distance learning. This comes a day after the UK's universities admissions service reported a 54,000 drop in students starting courses this autumn, in the first year of higher tuition fees in England.
From 2013, the universities involved in the UK project will begin to offer courses on the FutureLearn online platform.
These universities will be responsible for the content, quality, accreditation and cost of courses offered online. There will also be social networking-style communities for students. Materials will be designed for portable devices, such as iPads or mobile phones.
The Open University's vice-chancellor, said that the arrival of online courses meant that UK universities could either "stick their heads in the sand" or rise to the international challenge.
The vice-chancellor said higher education had to face up to the impact of the internet on delivering courses.
"What the web has taught us is that you can take nothing for granted - those who sit back and hope it goes away will lose," he said.
- Futurelearn
- The Open University
- British Mooc platform to rival US providers
- UK universities in online launch to challenge US
- FutureLearn Consortium Will Offer Uni-Branded MOOCs Starting Next Year
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sgep
Γκουρού
Feb 06, 2011
1400
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For Whom Is College Being Reinvented?
[...] Here's the cruel part: The students from the bottom tier are often the ones who need face-to-face instruction most of all.
In any case, he says, the new kinds of distance learning cannot replace the vital role that bricks-and-mortar colleges have in many communities.
"To champion something as trivial as MOOC's in place of established higher education is to ignore the day-care centers, the hospitals, the public health clinics, the teacher-training institutes, the athletic facilities, and all of the other ways that universities enhance communities, energize cities, spread wealth, and enlighten citizens," he says. "Not only is it not about the classroom, it is certainly not just about the direct delivery of information into people's lives. If that's all universities did, then publishing and libraries would have crushed universities a long time ago."
Unfortunately, the discussion of college reinvention represents a watering down of higher education's social contract—a process that has been in the works for decades. "What it is going to take to reinvigorate higher education in this country," he says, "is a strong political movement to champion research, to champion low tuition costs as a policy goal, to stand up against the banks that have made so much money lending for student loans, and to reconnect public institutions to their sense of public mission."
"That is going to be a long process," he says. "It has taken 20 years to press universities down into this cowering pose, and it is going to take 20 assertive years to get back to the point where Americans view American higher education the way the rest of the world does."
EdX expands platform, announces first wave of courses for spring 2013
Spring 2013 courses include:
• Justice from Michael Sandel, the Harvard political philosopher whose online lectures have become a global sensation, and inspired millions to think critically about the moral and civic dilemmas facing their societies.
• Introduction to Statistics from Ani Adhikari, the UC Berkeley lecturer in statistics and recipient of UC Berkeley’s Distinguished Teaching Award.
• The Challenges of Global Poverty from Esther Duflo, the MIT economist who has led a comprehensive evaluation of the roots of poverty in developing nations.
• The Ancient Greek Hero from Gregory Nagy, the professor of ancient Greek literature at Harvard who specializes in the linguistic analysis of epic and tragedy as performed in their historical contexts.
• Quantum Mechanics and Quantum Computation from Umesh Vazirani, the UC Berkeley computer scientist whose work has helped change our understanding of the relationship between information and quantum physics.
• Human Health and Global Environmental Change from Harvard's Center for Health and the Global Environment and Aaron Bernstein, a physician who studies why climate change, biodiversity loss, and other planetary scale environmental changes matter to our health and what needs to be done to remedy them.
This spring also features Harvard's Copyright, taught by Harvard Law School professor William Fisher III, former law clerk to Justice Thurgood Marshall and expert on the hotly debated U.S. copyright system, which will explore the current law of copyright and the ongoing debates concerning how that law should be reformed. Copyright will be offered as an experimental course, taking advantage of different combinations and uses of teaching materials, educational technologies, and the edX platform. 500 learners will be selected through an open application process that will run through January 3rd 2013.
These new courses would not be possible without the contributions of key edX institutions, including UC Berkeley, which is the inaugural chair of the “X University” consortium and major contributor to the platform.
All of the courses will be hosted on edX’s innovative platform and are open for registration as of today. EdX expects to announce a second set of spring 2013 courses in the future.
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sgep
Γκουρού
Feb 06, 2011
1400
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Coursera introduces Signature Track
Signature Track offers:
● Identity Verification. Create a special profile to link your coursework to your real identity using your photo ID and unique typing pattern.
● Verified Certificates. Earn official recognition from Universities and Coursera for your accomplishment with a verifiable electronic certificate.
● Sharable Course Records. Share your electronic course records with employers, educational institutions, or anyone else through a unique, secure URL.
The price for joining a course’s Signature Track will be between $30-100 per course. Coursera will also offer students with economic need the opportunity to register for financial assistance.
Joining a course’s Signature Track is optional. You can still fully participate in the course if you decide not to join, and you will still receive the standard Statement of Accomplishment if you successfully complete the free course.
- Online Courses Look for a Business Model
Free classes, open to the masses, seek to generate revenue from Content Licensing, Exams or Job-Referral Services
"If you want to make it with MOOCs, you must stand out from the crowd"
Vice-principal for knowledge management and chief information officer at the University of Edinburgh (the first UK institution to offer Moocs on one of the big US platforms): "Moocs work only if you can get massive publicity - if you don't have the publicity, you don't have a Mooc".
The fact that Futurelearn is British-based might make it more attractive to people in the UK and Western Europe, he added, but he warned that there may soon be competitors in this arena, too. "I know there are Mooc discussions going on in the European Commission regarding higher education in Europe," he said. "No one wants to appear not to be at the forefront of technology."
Vice-chancellor of The Open University, said the absence of domestic providers had been a driving factor behind the decision to launch Futurelearn, but he dismissed the suggestion that the UK had been slow off the mark.
"We're not coming from a standing start, and one of the advantages of having Futurelearn powered by The Open University is we can take a lot of our technology and know-how. Would it have been great if Britain was first? Absolutely, but I think that we have still got plenty of time to...innovate."
Director of learning and technology for Dartmouth College's healthcare delivery science master's programme, said the launch of Futurelearn had not grabbed the headlines in the US. "I'm embarrassed to say that the first I'd heard about it was when you contacted me to ask about it," he told Times Higher Education.
Twelve universities have already confirmed that they will be offering courses on Futurelearn, with another 10 to 15 expected to be announced soon.
Neither the University of Oxford nor the University of Cambridge, arguably the UK's strongest higher education brands globally, has signed up to any of the platforms. A spokesman for Cambridge said the institution currently had "no plans" to offer Moocs, although Oxford said it was monitoring them "with interest".
Έγινε επεξεργασία από τον/την sgep στις Παρ, 18 Ιαν 2013 8:38 am, 1 φορά |
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inertia
Ανεμοδαρμένος
Dec 14, 2003
5131
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χμμ... αξίζει και η παράθεση από ένα πολύ πρόσφατο αρθράκι δημοσιευμένο στο site της φοιτητικής πρωτοβουλίας του DPSD Beyond:
Παράθεση:
Τι είναι το «MOOC» τελος πάντων;
Posted on 11/01/2013 by diony
Τελευταία το Open Learning και τα Online Courses κερδίζουν έδαφος συνεχώς, εξαπλώνονται και υιοθετούνται από όλο και περισσότερα πανεπιστήμια παγκοσμίως,
αλλά και ολοένα και περισσότεροι χρήστες του διαδικτύου, από κάθε μήκος και πλάτος της γής ,τα αγκαλιάζουν όλο και πιο θερμά.
Η σύλληψη της ιδέας προήλθε από την τάση για μεταβίβαση γνώσης (sharing knowledge) που ενσωματώθηκε σιγά σιγά σε κάθε είδους κοινότητα και εδραιώθηκε παγκοσμίως, με τη βοήθεια της ραγδαίας ανάπτυξης και εξάπλωσης του διαδικτύου.
Η πρωτοβουλία ξεκίνησε το προηγούμενο φθινόπωρο, όταν οι Peter Norvig (διευθυντής έρευνητικού τομέα της Google) και Sebastian Thrun (αντιπρόεδρος της Google), καθηγητές του Stanford University,δημιούργησαν το πρώτο online course με αντικείμενο την Tεχνητή Nοημοσύνη (Introduction to Artificial Intelligence). Το εγχείρημά τους ανακοινώθηκε πρώtη φορά το καλοκαίρι του 2011 και μέχρι το φθινόπωρο και την εναρξη των μαθημάτων είχαν εγγραφεί περίπου 160,000 φοιτητες (WOW).Και ποιος δεν θα ήθελε άλλωστε να έχει ένα πτυχίο από ένα απ’τα καλύτερα πανεπιστήμια του κόσμου. Και χωρίς να διαθέσει κάτι παραπάνω από λίγο από τον ελεύθερο του χρόνο.
Τα MOOC δεν έχουν να ζήλέψουν τίποτα από ένα φυσικό τμήμα πανεπιστημίου. Τα μαθήματα παραδίδονται κανονικά και στη συνέχεια διανέμονται στο διαδίκτυο, με μορφή video ,στη γλώσσα που διδάσκονται στο κάθε πανεπιστήμιο.
Η διάρκεια των μαθημάτων καθορίζεται από το αντικείμενο: μπορεί να διαρκούν από δύο εβδομάδες μέχρι και ολόκληρο εξάμηνο. Τα περισσότερα δεν απαιτούν εξειδικευμένες γνώσεις,οι απαιτούμενες πληροφορίες διδάσκονται κλιμακωτά. Έτσι δίνεται η δυνατότητα να παρακολουθήσουν τα μαθήματα ακόμη και άτομα που δεν έχουν καμία σχέση με το εκάστοτε αντικείμενο.
Φυσικά, για να αποκτήσει κάποιος πιστοποιητικό, ότι συμμετείχε σε ένα τέτοιο πανεπιστημιακό σεμινάριο, χρειάζεται κάποια ατομική προσφορά. Όχι, όχι δεν μιλάμε για χρηματικό πόσο. Yπάρχουν βέβαια και τμήματα που ζητούν κάποια πληρωμή, αλλά υπάρχουν και αυτά, που δεν απαιτούν καμία χρηματική ανταμοιβή. Πρέπει όμως ο φοιτητής να είναι συνεπής στις υποχρεώσεις του: κάθε τμήμα ακολουθείται από μια σειρά ασκήσεων που πιστοποιεί ότι ο φοιτητής είναι ενεργός και αργότερα καθορίζεται και η βαθμολογία του που θα αναγραφεί στο πτυχίο.
Πέρα όμως από το εκπαιδευτικό κομμάτι, υπάρχει και το κοινωνικό. Κάθε τμήμα προσφέρει κλειστές πλατφόρμες κοινωνικής δικτύωσης όπου οι χρήστες γνωρίζονται, συνομιλούν και λύνουν τις απορίες τους. Κάποια τμήματα απαιτούν και ομαδικές εργασίες, επισημαίνοντας τη σημασία της ομαδικότητας. Σε άλλα, η αξιολόγηση γίνεται μέσω τον φοιτητών αφού καθένας καλείται να βαθμολογήσει τους συμφοιτητές του ανάλογα με τις γνώσεις που αποκόμισε από τα μαθήματα. Έτσι επιτυγχάνεται και ο αρχικός στόχος: Η μεταβίβαση της γνώσης.
Οι πιο γνωστές πλατφόρμες σήμερα είναι τo Edx, το Coursera και το Udacity με τμήματα από τα Harvard, Stanford, University of Michigan, Princeton, University of Pennsylvania .
Και έτσι για τα νούμερα, οι ιδρυτές του Coursera, Daphne Koller και Andrew Ng, καθηγητές του Stanford University τονίζουν την υπερ-αξία μιας τέτοιας πρωτοβουλίας επισημαίνοντας ότι στο ξεκίνημα της πρωτοβουλίας τον Απρίλιο του 2012, των μαθημάτων δηλαδή που προσφέρονται από την πλατφόρμα του Coursera, μετρούσαν περίπου 200,000 εγγραφές. Μέσα σε 3 μήνες οι φοιτητές έγιναν 680,000 και ο αριθμός μέρα με τη μέρα αυξάνεται με εκπληκτικούς ρυθμούς.
Ας ανακεφαλαιώσουμε λοιπόν:
Διαθέτεις μερικό από τον ελεύθερο σου χρόνο, βρίσκεις το τμήμα με το αντικείμενο που σε ενδιαφέρει. Δηλώνεις το μάθημα, παρακολουθείς τις διαλέξεις, κάνεις τις εργασίες δομώντας τις σπουδές σου και τις ώρες σου ανάλογα με το πρόγραμμα σου. Γνωρίζεις νέους φίλους καταργώντας τα σύνορα και τέλος αποκτάς πτυχίο από το πανεπιστήμιο που πάντα ήθελες να φοιτήσεις.
Το μόνο που χρειάζεσαι είναι χρόνο και σύνδεση στο Internet.
Απλο;
p.s. καλή αρχή στους εν δυνάμει designers με αυτό
In the year of the disruptive education /Paul Hyman
Will massive open online courses change how we teach / Fred G. Martin
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ΣΗΜΕΙΩΣΗ: Ο ιστότοπος βρίσκεται σε λειτουργία μόνο για ανάγνωση. Το περιεχόμενο αποτελεί αρχειοθετημένο αντίγραφο αυτού το οποίο και εμπλουτίζεται για λόγους διάσωσης και διατήρησης αρχείου.
